We propose a project based on emotional education. We have detected an increasing need to work on aspects related to the emotional development of our students. our students are all primary school students and the age group is 7/10 and totally aabout 200 students will participate into the project with their parents written authorization. our methodology will be coopereative & collobareative learning ,Collaborative learning is a method of teaching and learning in which students team together to explore a significant question or create a meaningful project.In society nowadays children are sometimes over stimulated. They receive a great deal of information from many different sources. Education is increasingly orientated at the technical and quantitative aspects of learning. The time dedicated to interpersonal relationships is less and less important in children's everyday lives.The current life and learning rhythm that our society imposes leaves aside a wide range of traditional values that used to be transmitted through social interaction, imitation of how to relate to each other and play as an irreplaceable means of learning. We are faced with models based on individuality and a gradual shifting of the family as the main generator of emotional and behavioural learning. Therefore as a school we are challenged to transmit these basic values from our daily classroom routines.We take this educaiton in the view of different subtopics of emotional education theser topics are cooperation, empathy, Social Initiation, emotional regulationsIn primary classrooms there is a rich and innovative work plan that is carried out on a daily basis in an integrated way that helps students construct their personality, and identify and control their personal emotions and those of others. But, unfortunately once they begin the stage of primary education the high level of expectations and demands of our educational system drive our teachers to abruptly interrupt all this work pushing emotional education into the background.Despite the fact the curriculum acknowledges the importance of emotional aspects, in practice we are left with little or no time to fulfil our mentoring satisfactorily. Teachers lack time to relate with their students and help them develop the basic values of coexistence, empathy and respect for oneself and towards others. We aim at investigating through practice and impact on the training of our teaching staff in the different aspects related to emotional education. In this respect we are willing to develop and implement a programme that will involve the whole educational process of our students and in a way in which students cohesively and transversally can take advantage of the many opportunities offered to them on a daily basis in the school context to bring these aspects to life giving them the importance they deserve as an integral part of our educational strategies.We are aware of the fact that the expectations of the current educational programmes reduce and considerably condition the time we have to carry out the objectives that we are considering in this project. Our intention is to optimise the resources that are available to us (time, material, organisational...) in order to carry it out in a realistic and practical manner.

With this Project, we intended to contribute to foreign language education in our partner institutions. Foreign language education is a process seeking activity. That is why, we thought our project as a three year project in the planning stage. We started out with 9 partners however when Germany and Croatia left the partnership, 7 primary schools from 7 countries contributed to the project to the maximum and successfully carried out the responsibilities of the institutions that have left the partnership along with their own responsibilities.As a result, we can say that we have reached the objectives of our project after three years. However, we need to add that 3 years is a very long time for a project. We face various unexpected problems during the implementation of the project. Teachers, head masters leave their schools. Such changes are not an obstacle to reach the objectives but can sometimes slowit down.Aim in short: The aim in this project was to make language learning and foreign language learning inclusive and accessible to all children and educators.Number and profile of participating organisations:Taubeskolan (922328963) is a primary school opened in 2012. It is situated in the local distict Lundby in Gothenburg city and it is beautifully situated on Färjenäs Park in Västra Eriksberg. This is a newbuilt, modern area located next to the river. The residents of Eriksberg are mainly high income earners and well educated, but the pupils of Taubeskolan come from different parts of the local city district Lundby. The total amount of pupils in Taubeskolan is 284 and 29 teachers are working in the school.Cobden Primary School (930040269) is an expanding school ( currently 360 pupils ) situated in the Hastings ward of Loughborough in Leicestershire. The catchment area is in one of the most deprived areas of England. Many families are unemployed and many are single parent. Many children enter school at a very low level and there is a high rate of pupil mobility. Despite this, the school's expectation is that children leave school at age related levels of education. As many children have English as a second language, or have very poor language and life experiences, Cobden school staff work hard to enrich the quality of the childrens lives. The school places great importance on oral story telling and most staff have undergone training in Talk for Writing story telling techniques.Zakladni skola (923066939) is situated in the residential part of the town of Usti nad Labem. This school is 50 years old.. Nowadays there are about 600 pupils of the age 6 to 15 attending to this school. Lessons include foreign languages: English, German and Russian. They have participated in some international projects, e.g. they have been in a long-term partnership with the Montessori-Schule Chemnitz in Germany. Izzet Bezirci (919877385) is a state primary school opened in 2005. It was founded and named after Izzet Bezirci, a benefactor and education volunteer. The school includes a nursery and the grades from 1 to 4 (primary education) There are 60 teachers and 1300 students aged between 4 and 11. The school is situated in Karatay, which is one of the biggest of the three districts of Konya. Konya is a city in the Middle Anatolian part of Turkey. Karatay is the oldest settlement of Konya; in other words, it can be called, “ancient Konya”. It is highly populated with migrants from East Anatolian part of the country.CEIP Portal NOU (943601451) is a public school (3-12 years old) with around 230-240 students and 21 teachers. The school is in the center of Ibiza town. We are specialized on working with special needs students. We teach with alternative and augmentative communication systems. They have pupils from all around the world, but mainly from Romania, South America and Morocco. They teach English from 3-12 years old pupils teaching arts with CLIL (content languages integreated learning).Agrupamento de Escolas de Vieira de Leiria (943011691) is located in the municipality of Marinha Grande.This school consists of schools from Pre-school, 1st Cycle, 2nd Cycle, 3rd Cycle and Secondary education. Students come from the parish, nearby location, including some migrant children from Countries of Eastern Europe, China and some Portuguese-speaking countries. There are seven classroom teachers, two educational support teachers and two for special education. The school has 3 operational assistants and other staff who help clean and maintain garden spacesThe 17st Primary School of Heraklion (931971636) is located in Heraklion. The school itself has 180 students aged 6-12 and is staffed by teachers both in morning and afternoon zone. Our school belongs to the schools with an extended program, which means that their students have the opportunity to attend english - computer ,art and theatre courses during their six year attendance in Primary School. In addition , there is also a class and a teacher specialized for stu